Master of Arts in Education/Teacher Credential

Transcription

1 Antioch University Los Angeles 1 Master of Arts in Education/Teacher Credential OVERVIEW OF PRELIMINARY TEACHING CREDENTIALS The Teaching Credential program stands alone and its coursework can be completed in one year s time. Teaching Credential candidates who complete their course work towards the credential have the option to continue with their studies towards the Master of Arts in Education. Requirements for the California SB2042 Preliminary Multiple Subject teaching credential or the Preliminary Education Specialist credential Mild/ Moderate are met during the first year of study (four quarters), which is full-time. Both credentials include a graduated field study curriculum which begins with structured classroom observations and ends with full-day novice teaching. Fieldwork takes place at partnership schools allowing all candidates to receive close and regular supervision from program faculty. Fieldwork begins with 10 hours of observation. In the second quarter, candidates observe and participate for one day a week or two mornings a week. During the 3 rd quarter, candidates are assigned to half day field experiences. In their 4 th quarter, they are assigned four or five days a week for their novice teaching experience for a total of 8 to 10 weeks. Novice teacher placements are finalized by the Field Placement Coordinator. Candidates are expected to do at least one placement in a Title 1 school and work with second language students. Working teachers and classroom aides may be able to utilize their employment for many of the fieldwork requirements. In this situation, candidates must discuss their novice teaching placement, including discussion of their employment details, with the Department Chair upon acceptance into the Teacher Credential program. Any use of employment for fieldwork placements must be approved by the Department Chair prior to the start of the placement. CREDENTIAL GOALS The Education Department prepares teachers who specialize in teaching literacy, are knowledgeable about building character and citizenship skills and actively resist cultural, economic, racial and other forms of sociocultural bias. A key commitment of the department is preparing pre-service teachers to successfully teach English language learners. The Teacher Credentialing (TC) program seeks to prepare competent, effective teachers with research-based practices who have the educational and social skills to influence change in their schools and to make their classrooms and school communities places where all members can learn and develop. The Education Department program prepares its candidates to address social justice and systemic issues in education through theory and practice. Consistent with AULA s historic mission, the Education Department prepares individuals to be agents of social change. Courses contain assignments that require candidates to apply what they are learning to classroom situations and to contemporary educational problems. Candidates are expected to be conversant with the Department Credential Handbook, which is distributed to teacher credential candidates during New Student Orientation. CREDENTIAL REQUIREMENTS First Year of Study -- Courses Required for the Preliminary Multiple Subject Credential (SB2042) To meet the requirements for the California Commission on Teacher Credentialing (CCTC) for the SB2042 Preliminary Multiple Subject Teaching Credential candidates, must complete the courses which have been approved and accredited by the CCTC. TEP 545 Language Development & Acquisition 3 TEP 544 Child Development & Learning 3 TEP 504 Social Science and Children's Experience 3 TEP 505 Reading Instruction in Elementary Classrooms 3 TEP 507 Real World Mathematics 3 TEP 510 Science: Discovery Teaching, Action Learning 3 TEP 511 Language Arts Curricula: Theory and Methods 3 TEP 512A Student Teaching With Professional Seminar 12 TEP 513 The Arts in Culture and Learning 3 TEP 515A Student Teaching with Professional Seminar II 12 TEP 519 Educational Technology 2 TEP 525 Physical Education and Movement 1 TEP 533A Field Practicum 6 TEP 536 Foundations of Social Justice Education 4

3 Antioch University Los Angeles 3 Assessing Learning Culminating Teaching Experience Field Placements The Department takes much care in placing candidates with Cooperating Teachers. They consider many factors such as physical location, availability of Cooperating Teachers, grade level, student population, Cooperating Teacher s fit with Department ideals, personality variables and the professional development needs of the candidate. In addition, every candidate must have at least one placement in which there are second-language learners and one in which beginning reading is taught. Candidates do not choose their placements but may provide input prior to and during the placement process. All placements are located in schools with which AULA has a partnership and within districts with which AULA has a novice teaching contract. On occasion it may be determined by the faculty that a candidate is not ready to assume full-day novice teaching responsibilities. Such candidates are counseled as to how best prepare themselves through coursework, additional tutoring experiences, additional observations of teaching and/or other activities. Under certain circumstances it may be determined that a candidate is not appropriate for the teaching profession. Attentive discussion, advisement and consultation will determine the appropriate action. Such a candidate may be counseled to remain in the Department to complete the MA degree, preparing for another role in the education community, or he/she may be counseled out of the Department. Under some conditions, withdrawal from the Department is possible. If it is suspected or determined that a candidate may bring harm to or create or sustain unsafe conditions for children, he/she may be immediately withdrawn from novice teaching and/or from the Department. Supervision Supervision of novice teaching is provided by Education Department faculty members who are familiar with the mission and learning outcomes of the degree. The central goal of supervision is to encourage novice teachers to reflect upon their practice and to incorporate supervisors suggestions and new ideas. The novice teaching professional seminar is taken in conjunction with supervised fieldwork. Novice teachers benefit from the strategies demonstrated and/or suggested by the Supervisor. Supervisors visit, observe and mentor novice teachers. They also meet with each candidate during the visit or at another time to discuss the visit. Fieldwork for Candidates who are Already Teaching Candidates who are employed teachers or aides must also complete all fieldwork requirements. If approved by the Department Chair, they can fulfill one quarter of the two quarters requirement in their own classroom. AULA Supervisors perform the same number of observations during the identified period of teaching. In addition, such candidates must complete a second placement typically at a different school, which is arranged by the University. CREDENTIAL CANDIDATE EVALUATION Academic Dispositions Successful performance in the Education Department is complex because candidates must demonstrate academic knowledge and skills and perform professionally. The Education Department is responsible for ensuring that its candidates have the knowledge, skills, dispositions and behaviors fitting for a teacher of students. A candidate's learning is evaluated in three contexts. First, learning is evaluated in theory/methods courses by an instructor (including through the Cal TPA). Second, learning is evaluated in classrooms by the candidate s Cooperating Teacher. Finally, learning is evaluated by the Supervisor who observes and mentors the candidate during novice teaching. Evaluation of Fieldwork Each candidate's fieldwork performance is evaluated separately from academic course work. During the first quarter, candidates must demonstrate the ability to make meaningful observations and to reflect upon the observations. Reflective observation skills are considered part of good teaching practice. During the second quarter, candidates are evaluated on their ability to assist a practicing teacher and to deliver lessons that they are creating in their methods courses. In each of these cases, the candidate's performance is evaluated through course assignments. In the third quarter, candidates are evaluated on their half-day field experience performance as well as their professional conduct and dispositions. In the fourth quarter of full day novice teaching they are evaluated against the Developmental Rubric and the Teacher Performance Expectations. These evaluations consist of information from the Cooperating Teacher, the Supervisor and the Professional Seminar instructor. APPLYING FOR A CALIFORNIA STATE TEACHING CREDENTIAL Forms and Materials Candidates apply for a California State Teaching Credential after their final academic quarter of Teacher Preparation courses and after completing all of the additional requirements for the state. The candidate should first meet with the Credential Analyst to review the procedures for applying and complete

4 4 Master of Arts in Education/Teacher Credential the appropriate application form. To prepare for applying for the credential, the candidate needs to provide an original of the documentation described in the section Requirements for the Teaching Credential. Working with the Credential Analyst In order to apply for the preliminary credential, the candidate must meet with the Credential Analyst for an Exit Interview. In this meeting all candidate document requirements will be confirmed and the Credential application process will be discussed. An introduction to the routes to clearing the Preliminary credential will be provided. The candidate will be asked to complete an exit survey which will be used for state and federal reporting and will be advised that the California Commission on Teacher Credentialing will be sending a survey that will also be used for state reporting purposes. In the Exit Interview the candidate will fill out an internal application and provide the supporting documentation listed above to the Department s Credential Analyst. The actual application for the Credential is submitted by the candidate after they receive notice from the California Commission on Teacher Credentialing (CCTC). This occurs only after the Credential Analyst had recommended the candidate to the CCTC. It is important for candidates to keep in close contact with the Credential Analyst about questions and concerns related to completing the application process. Receiving the Credential When all necessary documentation is submitted and the candidate's credential file is complete, Antioch University Los Angeles will recommend the candidate for the appropriate credential using the online application process. After the candidate completes their portion of the online application process, including submitting the application fee, the appropriate credential document is issued by the CCTC and can be found on their website at: ctc.ca.gov (http://ctc.ca.gov). Second Year of Study for MA in Education The second year of study for the MAE degree is half-time and requires the completion of an additional 31 units beyond the first year of 75 quarter units completed for the teaching credential. The second year in the Master s program also supports candidates through their first year of teaching. Candidates who participate in the Master s program culminate by sitting an oral Capstone experience in which research they conducted during the program on a topic pertinent to their work is informally presented and discussed with Department faculty, with an opportunity to reflect on their course of study and possible next steps. Second Year of Study Courses Offered for the Master of Arts in Education degree Required Courses TEP 526 Systems Thinking 3 TEP 623 Review of Educational Research 3 TEP 629A Educational Research: Inquiry II 3 TEP 638 Leadership & Change 3-4 Elective Courses** TEP 500B Grassroots Organizing for Social Justice 3 TEP 531C Enhancing English Language Development With Literature 3 TEP 603B Graduate Seminar 1-6 TEP 603H Graduate Seminar: History of Ideas 3 TEP 606 Diversity in Schools 3 TEP 634 Critical Media Literacy 3 TEP 637 Global Perspectives in an Era of Change 3 TEP 639 Global Perspectives in an Era of Change II 3 TEP 642 Current Trends in Neuroscience 3 TEP 644 Education-Community Contexts & Interactions 3 TEP 645 An Intro to Ecoliteracy 3 TEP 647 Grant Proposal Development 3 Total Quarter Units =31 ** This list represents potential course offerings. Not all courses will be available to all students. CLEAR Multiple or Single Subject Credential The CLEAR program provides support and assessment for beginning teacher and meets the California Commission on Teacher Credentialing (CCTC) requirements for the CLEAR 2042 Multiple or Single Subject Credential. The CLEAR Credential program offers an alternative to induction for teachers

5 Antioch University Los Angeles 5 who are eligible for induction, but for whom a state-approved induction program is not available. An individualized approach allows teachers to select areas of professional inquiry and work toward their educational goals. Financial Aid is not available for this program. CLEAR Credential Schedule The CLEAR Credential is completed in 3 quarters over 9 consecutive months. Students attend class on one evening a week - typically either a Monday or Wednesday evening. Courses Required for the CLEAR Credential To meet the requirements for the California Commission on Teacher Credentialing (CCTC) for the CLEAR Multiple or Single Subject Teaching Credential candidates, must complete the courses which have been approved and accredited by the CCTC. TEP 617AA Access and Equity for Special Populations 1 TEP 617D Differentiated Instruction for Unversal Access 2 TEP 531D Enhancing Engilsh Language With Literature 2 TEP 622A Professional Inquiry and Collegial Observation I 1 TEP 622B Professional Inquiry and Collegial Observation II 1 TEP 622C Professional Inquiry and Collegial Observation III 1 TEP 631A Resillience Education 1

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